4/27/2021
Topic:
Assessment of Learning
Carole Leidi
|
I have a student with autism in my classes currently, who is also in our ACCESS unit. We are at a point in our time together where we are heavily playing off xylophones. Wanting him to be included, and have the best success, I color coded individual tone bars for him. He was able to perform with the other students this way as he cannot read letter, notes on the staff, or rhythms, but he can identify colors and he does have an amazing memory and was able to memorize the patterns. He was also given one mallet instead of two and allowed to play the instrument in the most comfortable way. It has been wonderful watching him be able to participate this way, and his classmates love to help him along with way as well. |
4/27/2021
Topic:
Assessment of Learning
Carole Leidi
|
Ann McFall wrote:
I had an autisic student in my room with a one-on-one paraprofessional. Students were being quizzed on classifying the instruments into their proper families. All students had a "fill in the blank" quiz with the picture of the instrument and a blank next to it to write in the family name. For my student with autism, I had cut outs of the instruments and he had to place them onto the color coded instrument family paper. (Purple was strings, blue was brass, green was woodwind, and red was percussion. These were the color codes we used all year.)
What a great use of modification! I will need to incorporate this next year with my student with autism. He has done very well playing orff xylophones with color coding the bars. |
4/27/2021
Topic:
Students with Disabilities
Carole Leidi
|
I currently have a student who is severely developmentally delayed, intellectual disability, speech delayed, and other heath impaired. She is in our ACCESS unit but comes to music with students in her grade level. Last year when we were working on recorders, I didn't want her to be left out, but knew that her hands could not cover the holes as needed. We were able to purchase a special recorder for her that had silicone buttons that she could press down and accurately play the notes. The recorder has more resistance than others as well so she could just blow and press and not have issues producing a quality sound on the instrument. Her classmates love to help and helped her make sure she was putting the correct fingers down. When it came to assessment, she was so thrilled to be able to play. She struggled to play the melody but she was able to move her fingers to and from the keys to produce the notes as they were called. When we do writing activities--she is unable to hold a pencil and write simple words on her own, but is excellent at copying. Finding ways for her to be as included as possible was difficult in the beginning, but over the years, I have been able to learn what she does best and have been incorporating that into the class the best I can |
5/17/2021
Topic:
Tools and Strategies
Carole Leidi
|
In my classroom, I only have access to a SMARTboard--no other tech for the kids to use individually. The SMARTboard allows me to make objects larger for my students to see, and it also allows my students with disabilities to manipulate items on the board. They can see the images larger, they can see matching better, and they can engage with the technology by moving things on the board, or selecting items to answer questions. |